WebXam pretest and goal setting
Open your materials, follow the steps, then turn in your work.
Take an ungraded baseline WebXam pretest for 072110 Principles and Practice of Biomedical Technology to see where you start, then set a mastery goal and reflect on week 1.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Icebreaker: Rose and Thorn of week 1 (one good thing, one hard thing).
Show all 5 required steps
- Icebreaker: Rose and Thorn of week 1 (one good thing, one hard thing).
- Understand the WebXam: it is the Ohio end-of-course exam for PBS (072110 Principles and Practice of Biomedical Technology), and it reports how well you know the material.
- Take the baseline pretest. It is not graded for correctness; it is a starting point, so answer honestly and skip what you do not know yet.
- Look at your pretest result and set one mastery goal for the semester.
- Reflect: write two routines from this week you will keep, and one thing you still have a question about.
Lost your place? If you were interrupted during the pretest, keep going from the next question. When you finish, look at your result and write your mastery goal.
Check your work before submitting
- You can finish the baseline WebXam pretest and record your score.
- You set a specific mastery goal for the semester.
- You can explain how the WebXam affects your grade.
3. Turn in your work
DueCheck Schoology- Hand in
- Baseline WebXam pretest complete (ungraded) + a written mastery goal and a two-routine reflection.
How to submit and name your file
Submit your goal and reflection in Schoology using the assignment with this same title. The pretest records automatically.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Find this lesson's Schoology assignments
These are existing assignments for your section. Follow the directions in the assignment you are working on; this list does not add new work. Check Schoology for each deadline.
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
How this lesson connects
Clear claims → honest graphs → careful evidence records → a case investigation. Use evidence to explain what you know and what you still need to find out.
Need help? Warm-up, timing, and directions▸
💡 Big idea: A is not a test you can fail. It shows where you start so we can measure how far you grow.
- 0-6Icebreaker: Rose and Thorn of week 1
- 6-15What the WebXam is and how mastery + the boost work
- 15-55Baseline WebXam pretest (ungraded)
- 55-70Set a mastery goal from your result
- 70-80Week 1 reflection and close
- • Today you take a pretest. You cannot fail it, because it only shows where you start.
- • Be honest: guessing wildly hides what you really know, and that is the one thing the pretest is for.
- • Then you set a growth goal, and we look back at the routines we built this week.
- • The WebXam is the Ohio end-of-course assessment that verifies mastery.
- • A measures your starting point, not your grade.
- • A good goal is specific and about growth, not perfection.
PLTW connection and today's work
Complete the course orientation checklist: routines, website, notebook, safety contract, and the baseline pretest. Check myPLTW course access; if it is unavailable, report it and use the posted class materials.
Today's stopping point: Reach the day-6 checkpoint for this unit.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Course connection
- No myPLTW activity today. Check your course access. If it will not open, tell your teacher and continue with the assigned orientation materials.
Use the turn-in directions at the top of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Lesson resources: reading, slides, and vocabulary▸
Students often think a low pretest score means you are behind or bad at this. The trap: a pretest measures your starting point before any instruction, so a low score is expected and simply sets your growth target
SCAFFOLD FOR YOUR MICROSCOPE CER
1. Claim: The most supported conclusion is ____ because the evidence most consistently points to ____.
2. Evidence 1: E__ shows ____. This matters because ____.
3. Evidence 2: E__ shows ____. This matters because ____.
4. Evidence 3: E__ shows ____. This matters because ____.
5. Reasoning: Taken together, E__, E__, and E__ support the claim because ____.
6. Limitation or conflict: However, E__ is limited or conflicts with E__ because ____. Therefore, the evidence cannot prove ____.
7. Final check: I used at least three exact evidence IDs, explained how they work together, named one limitation, and wrote most supported instead of proved guilty.
WORKED PARALLEL CASE: THE MISSING PH METER
Reference record: A pH meter was found missing after lab cleanup. Person B signed it out at 2:10 PM (E1), a hallway camera showed someone in Person B's distinctive lab jacket carrying a long instrument case at 2:18 PM (E2), and Person B's badge opened the storage-room exit at 2:16 PM (E5). A mixed touch-DNA sample from the case handle included Person B (E3), but Person B had used the meter during class, so that result could come from routine contact.
Claim: Person B is the most supported person connected to the pH meter's removal, but the record does not prove that Person B took it improperly.
Evidence and reasoning: E1 places the meter in Person B's documented possession shortly before it went missing. E5 independently places Person B's badge at the storage-room exit six minutes later. E2 adds a time-matched observation of a person wearing Person B's distinctive jacket and carrying a case shaped like the meter case. Taken together, E1, E5, and E2 form a consistent sequence from possession to exit, so they support Person B more strongly than any one record alone.
Limitation: E2 does not show the person's face, and a badge or jacket could have been used by someone else. E3 is also weak for timing because routine class use could explain the touch DNA. Therefore, the evidence supports a lead for follow-up, not a finding of guilt.
This model shows the level of evidence and organization needed to complete: John Hay original evidence-reasoning practice for PBS Unit 1. It prepares students for bounded CER writing but does not replace a myPLTW activity.
- Write one defensible claim.
- Choose specific evidence that supports the claim.
- Explain the scientific rule that connects the evidence to the claim.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Complete the actual microscope CER and submit it in Schoology under the exact title The Missing Microscope: Crime Scene CER Scenario.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in WebXam pretest and goal setting. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Vetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
May require a free account. Use the class copy if you cannot sign in.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
What is the WebXam for in PBS, and why does the pretest not count?
Write an answer and pick a confidence to unlock the key.
Missed class or ready for more?▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands.
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
Today is individual work you can do from home: complete the same target above, then submit your WebXam practice.
Go to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC Laboratory Safety- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
This week
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